Error Analysis Workshop
Date: 9/24/12
Time: 1:30-2:30 pm
Room: Allen 121
In attendance: Sarah Liggett, Barbara Heifferon, Dena Marks, GTAs, and Instructors
I. Opening Remarks:
1. Introduce Sarah Liggett
II. What do we treat as error and how our students perceive our corrections?
Slide 1: An example of student prose marked up by a teacher.
A. Many if not all of the corrections are debatable
a. Why change “Yankees” to “Yankee” if people generally say the former
b. The student probably thinks of “the Weather Channel” as a plural entity since more than one person decided to change “their” not “its” forecast
c. Crossing out “that” for “who” may be inaccurate. The American Heritage Dictionary says that you can use “that” for everything.
B. What’s going on here? We have just as many errors from the teacher as the student.
C. What is the purpose of error analysis? We want to help students avoid mistakes but we also want to make sure we’re giving them helpful guidance.
2. Slide 2: Kroll and Shafer Quote
A. They put a positive spin on errors
B. Errors can provide “clues about what is going on in our students’ minds”
3. Slide 3: “Learning to Walk” Video
A. Offers another way of looking at error. What do you see happening?
a. Responses: Repetition
b. No judgment
c. Parents laughing
d. Child laughing
e. The child goes astray but they bring him back.
4. Slide 4: Mina Shaughnessy Quote
A. Echoes the sentiment in the video; students are beginners who “learn by making mistakes.”
B. Students can develop as writers if teachers are able to understand why they have made mistakes rather than simply marking “Proofread!” on their papers.
C. Her book Errors and Expectations (1977) looks at how to work with students who are underprepared.
5. Slide 5: Synthesis: Just like learning to walk, when you begin to write at a higher level, you will make errors
6. Slide 6: Errors as a sign of development
A. The teacher wants the student to revise the short, choppy sentences in red to make the paragraph flow
B. The student’s revision, in yellow, has dangling modifiers because the student is trying to make it flow
C. How can she fix the dangling modifiers?
a. Response: She can use the first person.
7. Slide 7: How would you work with this student?
A. Instead of looking at the number of errors, identify whether some are more serious than others
B. Help him identify the references his words are making
8. Slide 8: Interpretation of Errors
A. Ask: What kinds of errors are being made?
B. Why are these errors being made?
C. What do the errors tell you about what the student needs to be taught?
D. Instead of seeing errors as a failure to learn, look at them as a natural part of learning
9. Slide 9: Different kinds of errors
A. Overgeneralization: “I walk, I walked.” “I see, I seed.” [The student makes every verb regular]
B. Ignorance of restriction: “cat’s tail,” “it’s collar” [Student thinks of “it’s as possessive]
10. Slide 10: Different kinds of errors-continued.
A. Misinterpretation of the rule: “I was; however, glad to have…” [Students thinks you always use a semi-colon before “however”]
B. Reliance on orality: “Ferris squeal” [The student has never seen “Ferris Wheel” written down”
11. Slide 11: Three examples of sentence fragments—are they all equal errors?
A. The first and last examples are sentence fragments
B. The middle is a “stylistic fragment,” which we accept and encourage
12. Slide 12: Quote from Muriel Harris- It’s important to distinguish between different types of fragments
13. Slide 13: Kinds of fragments
A. Broken sentence
B. Has a discontinuous thought
14. Slide 14: Minor sentences
A. There are unbound free modifiers on the end of the complete sentences
B. Often these sentences just need to be combined with punctuation
C. For the sentence that begins “I am attending college…” help the student to see that the unbound free modifier on the end refers back to “chance”
15. Slide 15: Responding to error
A. Help students to understand where they can add on to a sentence
B. They may think you only want them to use introductory phrases
16. Slide 16: Kinds of free modifiers
A. Blue link takes you to article about free modifiers
B. Slide offers examples of different kinds of free modifiers
17. Slide 17: Free modifiers example
A. Grow the short sentence into one that is 100 words long using free modifiers
B. Example: “There is a tree in the yard of the house where I grew up.”
C. Sometimes we don’t ever get to the sentence. Let them play with sentences, cut them short, make them longer
D. They will have errors in their sentences if you don’t help them
18. Slide 18: Why did she probably write this fragment?
A. The sentence was getting too long
B. The writer can put the work away and think about why she is writing this: “my purpose is twofold”
C. Teach parallel structure
19. Slide 19: How could she correct his fragment?
A. Add a comma
B. All of the clauses are on the same level as “audience”
20. Slide 20: Practicing Error Analysis
A. Read for patterns of error: problems with transitions, pronouns, agreement.
B. Investigate why student made the mistake
C. Apply these insights to develop individualized teaching strategies
D. Discuss errors in conferences
E. How do you teach this?
F. Have them find their own errors—you don’t have to mark every one.
21. Slide 21: What is the main problem with this paragraph?
A. Pronoun disagreement
B. Student-àthem
22. Slide 22: Revision
A. Have students find their own errors by drawing. Circle “student” draw an arrow to “them.” What does that tell you? Make “student” plural.
B. Often students make this pronoun error because they don’t want to use he/she over and over. You can advise them to write in the plural to avoid gender bias and make their writing smoother.
23. Slide 23: Reactions to error
A. Based on Joseph Williams “Phenomenology of Error”
a. “It don’t matter” – we respond
b. “My sister is older than me.” – we don’t respond (commonly accepted error)
c. Most text is error free! – we don’t respond at all.
d. “It is I” – we respond even though a rule wasn’t violated.
B. Williams introduced 100 errors into his own article. Most people didn’t notice because we expect that academic articles are polished.
24. Slide 24: What kind of error is the writer making? Why?
A. Overgeneralization: “She eat” If it’s a plural verb it doesn’t need an “s”
B. “8 pound boy.” It would be redundant to mark pounds with an “s” since we know from “8” that it’s more than one pound.
C. Second sentence: remind the student that “this” has to refer back to something clear. “This fact?”
25. Slide 25: What kind of error is the writer making? Why?
A. The student thinks that all three sentences work the same way because he is setting up a statement and then contradicting it
B. Explain why “because” is different
C. If you have a word in FANBOYS (for, and, nor, but, or, yet, so) you use a comma
26. Slide 26: Hartwell’s minimal marking
A. Put a check in the margin to let a student know there is an error on that line
a. Students will find the error 60% of the time
b. This is especially helpful if you’re looking at drafts
c. If the student can’t find the error s/he can let you know
d. Have the student make corrections in another color
27. Slide 27: Errors and Expectations-Shaughnessy
A. Understand the logic that underlies their behavior as writers
28. Slide 28: Remember to praise them when they write well
A. Most of the writing we read is correct.
B. Every writer we work with can write and can learn to write even better
III. Concluding remarks
1. Whether the glass is half empty or half full depends on whether you’re pouring or drinking. Have hope!